@article{c374c97192164f4b96fe23b7f21837fe,
title = "Moving from procedure to practice: a statewide child protection simulation training model",
abstract = "In FY 2015 the Illinois Department of Children and Family Services partnered with the University of Illinois Springfield to develop the Child Protection Training Academy in order to redesign the six-week classroom training for new investigators and create an experiential component. This paper chronicles the goals of the partnership and the planning and implementation of the Academy.",
keywords = "Child protection, child welfare; training, simulation, workforce development",
author = "Goulet, {Betsy P.} and Cross, {Theodore P.} and Chiu, {Yu Ling} and Susan Evans",
note = "Funding Information: In 2019, the CPTA enhanced simulation training by adding a training method called Problem-Based Learning (PBL). The First Author partnered with colleagues at the University of Missouri to develop Project FORECAST, a project funded by the federal Substance Abuse and Mental Health Services Administration (University of Missouri at St. Louis Children{\textquoteright}s Advocacy Center, ). The two universities developed FORECAST (Foundations for OutReach through Experiential Child Advocacy Studies Training) to train faculty nationally in an effort to build a more trauma-informed workforce. As partners on the five-year training grant, the CPTA team adopted a set of decision-making skills grounded in Problem-Based Learning (PBL). The team transferred the lessons learned from the SAMHSA FORECAST grant to the classroom instruction during the simulation week on campus, recognizing that PBL is essential to developing critical thinking skills and enhancing the simulation experience. Problem-based learning is a method in which trainees are presented with problems to solve rather than content to memorize. Traditional classroom instruction remains a passive and somewhat non-participatory environment for workforce development, while problem-based learning increases the trainees{\textquoteright} ability for active learning. In the problem-based learning process, trainees{\textquoteright} learning is organized around active efforts to gain the knowledge they need to use critical decision making while recognizing how frequently they tend to rely on hunches and hypotheses rather than facts. A well facilitated problem-based learning process emphasizes the gathering of facts and the elimination of hunches that are often grounded in assumptions and biases. The problems that CPTA trainees are presented with are practice dilemmas in composite child protection cases based on real investigations in Illinois. The CPTA facilitators act as guides as the trainees return to problem-based learning each day of their simulation in order to re-test their hypotheses after additional facts are obtained. The goal is to train the new investigators to adopt this process once in the field in order to improve critical thinking and case outcomes. Publisher Copyright: {\textcopyright} 2020, {\textcopyright} 2020 Taylor & Francis Group, LLC. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.",
year = "2021",
doi = "10.1080/15548732.2020.1777247",
language = "English (US)",
volume = "15",
pages = "597--616",
journal = "Journal of Public Child Welfare",
issn = "1554-8732",
publisher = "Routledge",
number = "5",
}